نموذج مقترح لتضمين مفاهيم ومهارات الاقتصاد المعرفي التعليم المدرسي بما يتواءم مع متطلبات الاقتصاد المعرفي بسلطنة عُمان
The study aimed to build a proposed model to include knowledge economy concepts and skills in line with the requirements of the knowledge economy in the Sultanate of Oman using the Delphi method over three successive rounds by surveying the views of local knowledge economy experts (decision makers, experts, and academics) in the economic fields. It also aimed to identify the extent to which the content of educational public policy documents and social studies curriculum books for grades (3-12) included the concepts and skills of the model using the content analysis card, in which the model was transformed according to its light, and the validity and reliability of the two tools were confirmed. The results showed that the proposed model includes (142) sub-concepts divided into the four knowledge economy indicators, which are ranked as follows: the first indicator: the information and communication technology system index (39) concepts, the second indicator: the research, development and innovation system (34) concepts and the third indicator: the system Institutional skills for the state (44) concepts, and the fourth indicator: the education and training system (20) concepts, and basic knowledge skills, which include (5) general skills, professional and life skills, and include (4) general skills, digital skills, and include (3) general skills and production Cognitive skills, which includes (4) general skills and communication skills, and includes (4) general skills. The results of the analysis of public policy documents showed that the highest rate of inclusion of the education philosophy was in the concepts of the R&D and innovation system index with a rate of (34.1%) and basic knowledge skills with a rate of (34.4), while the lowest rate of inclusion was in the concepts of the information and communication technology system index at (4.9%). And not including digital skills, and the highest percentage of inclusion of the National Education Strategy 2040 in the concepts of the education and training system index was (75.6%) and knowledge production skills by (31.1%), while the lowest rate of inclusion was in the concepts of the information and communication technology system at (1.5%). And digital skills by (1.6%), and as for the two general concepts documents and the general concept evaluation document for the social studies curriculum, the highest rate of inclusion of the education philosophy was in the concepts of indicator and skills, while the lowest rate of inclusion was in the concepts of the state institutional system index at (52.5%) and (79) (%) Respectively, communication skills by (33.3%) and basic knowledge skills by (51.9%), respectively, and the lowest percentage of inclusion of the concepts of the R&D and innovation system index (12.7%) and not including these concepts. The indicator for the social studies curriculum evaluation document, basic knowledge skills by (5.4%) and knowledge production skills by (11.1%), respectively. While the highest rate of inclusion of the content of social studies books for grades (3-12) was in the concepts of the state institutional system index at (55%) and basic knowledge skills by (72.3%), while the lowest rate of inclusion was in the concepts of the information and communication technology system index at (11.6 %). And professional and digital skills at a percentage (0.07%), including the method of inclusion in the text with the highest percentage of inclusion of the concepts of knowledge economy and the method of inclusion in the question with the highest percentage of knowledge economy skills, and the inclusion of the second cycle stage for grades (5-10) with the highest inclusion rate for these concepts and skills, and the presence of A statistically significant difference in the method of including the concepts and skills of knowledge economy according to the method of inclusion and the educational stage. The results also showed that the differences in the degree of availability to include concepts and skills of knowledge economy in the content of the material study sample represented by educational policy documents and curriculum books according to the proposed model were in favor of social studies curriculum books for grades (3-12). The proposal reached by this study; To develop the current Omani curriculum. In addition, the researcher recommends conducting more renewable and continuous research and studies related to the concepts and skills of knowledge economy in various curricula and academic stages in line with the renewed and continuous changes in the era Knowledge Economy. (Author’s abstract)